Visual Thinking Networking Promotes Problem Solving Achievement for 9th Grade Earth Science Students

Abstract

An experimental (pre-post control) and interview based-design was used to test the efficacy of a new generation of knowledge representation and metacognitive learning strategies called visual thinking networking (VTN). These new strategies are conceptualized from the current understanding of how one builds a picture of the external world, stores, and recalls this new knowledge from memory. Students constructed network diagrams on paper using black pens or colored pencils to make their drawings, These network diagrams contained words (semantic elements) and figural elements connected by lines and other representations of linkages to represent knowledge relationships. This article addresses one of the main research questions; i.e., to what extent earth science learning was improved by students utilizing VTN strategies compared to controls who used other strategies of learning including writing assignments. A multi-covariate analysis was conducted on the pre-post gain scores of the AGI/NSTA Earth Science Examination (Part 1) from fifty-six 9th grade earth science students. Findings from this analysis significantly established a causal relationship between the improvement of earth science learning and the utilization of visual thinking networks. Earth science learning was improved in the area of problem solving for those students who used VTN strategies (color and black/white). Students who used the VTN strategies (color or black/white) had a significantly higher mean gain score on the problem solving criterion test items than students who used the writing strategy for learning science. Earth science learning was most improved in the area of problem solving for those students who used color VTNs. Students who used the color VTN strategies for learning science had a significantly higher mean gain score on the problem solving criterion test items than students who used the black/white VTN and the control group that used writing strategies for learning science. The use of color VTN strategies enhanced problem solving achievement gains for female students. The findings indicated the importance of using color in VTN strategies. The use of color promoted the encoding and reconstruction of earth science knowledge in memory and enhanced the higher order thinking skills of problem solving. A new metacognitive learning theory (ENACT-AC) is proposed as an explanation for these findings.